Assessment of child self-regulation: A review of ecological and structured approaches

• Nachon, Juan Ignacio ^[2] ; Segretin, María Soledad ^[3] ; Fernández Liporace, Mercedes ^[1] ; Tisocco, Franco ^[1] ; Lipina, Sebastián Javier ^[3]
  1. [1] Universidad de Buenos Aires

     Universidad de Buenos Aires

     Argentina

     
  2. [2] Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (CEMIC-CONICET), Unidad de Neurobiología Aplicada, Buenos Aires, Argentina
  3. [3] Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno (CEMIC-CONICET), Unidad de Neurobiología Aplicada, Buenos Aires, Argentina; Instituto Universitario CEMIC (IUC), Buenos Aires, Argentina

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• Localización: Revista Argentina de Ciencias del Comportamiento ( RACC ), ISSN-e 1852-4206, Vol. 17, Nº. 3, 2025 (Ejemplar dedicado a: Revista Argentina de Ciencias del Comportamiento), págs. 1-45
• Idioma: inglés
• DOI: 10.32348/1852.4206.v17.n3.44599
• Títulos paralelos:
  • Evaluación de la autorregulación infantil: Una revisión de enfoques ecológicos y estructurados
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• Resumen
  • español

    Se examinaron asociaciones entre el funcionamiento cognitivo, académico y socio-emocional, el reporte de cuidadores e indicadores observacionales, con el objetivo de establecer el estado del arte de los métodos ecológicos en las ciencias del desarrollo. Se identificaron 88 estudios que reúnen información sobre más de 300 efectos. Se describieron las relaciones entre los instrumentos de evaluación y el diseño de los estudios. Las comparaciones predominantes en escuelas fueron aquellas entre conductas disruptivas, pro-sociales y de involucramiento; el reporte docente de habilidades sociales y problemas externalizantes; y el desempeño en lengua y matemática. En contextos domésticos, primaron las comparaciones entre la expresividad emocional y el compromiso en actividades diádicas; los reportes del temperamento; y medidas del desarrollo cognitivo y motriz. A pesar de la convergencia conceptual, el acceso limitado a datos correlacionales y la heterogeneidad entre estudios dificulta la combinación de muestras.

  • English

    The extent to which developmental science has mapped associations between cognitive, academic and socio-emotional functioning; caregiver reports and non-participant observation of young children was examined. Initially, 88 studies comprising over 300 effects were identified. The relationships between outcome measures and research design was described. Findings show that recurrent associations between task performance, behavioral report and naturalistic observation appear in this literature. The most frequently occurring comparisons in school settings were those between children’s disruptive-aggressive behavior, on-task/off-task behavior, prosocial behavior, externalizing problems, prosocial skills and early math and language achievement. In home settings, those between children’s positive/negative affect, engagement, compliance, temperament, cognitive and motor development were most common. Despite conceptual overlap, limited access to correlational data and between-study heterogeneity hinders cross-sample comparisons.

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